Published by Nationale Agentur für EU-Hochschulzusammenarbeit National Agency for EU Higher Education Cooperation Deutscher Akademischer Austauschdienst e.V. (DAAD) German Academic Exchange Service Kennedyallee 50 D-53175 Bonn https://eu.daad.de https://eu.daad.de/euroletter https://eu.daad.de/newsletter http://www.erasmusplus.de https://twitter.com/erasmus_daad Edited by DAAD: Dr Stephan Geifes (responsible), Martin Schifferings, Paul Assies, Julia Vitz; cleevesmedia: Marcus Klein, PhD, Lutz Cleeves Editorial deadline 1 March 2021 Concept and layout cleevesmedia, Meckenheim Illustrations, cover page in clockwise order ©: Jade HS/Piet Meyer; University of Potsdam/Karla Fritze; Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky/Sukhina; artwork cleevesmedia All rights reserved © DAAD This publication has been funded by the European Com- mission and the German Federal Ministry of Education and Research (BMBF). It reflects the opinions of the au- thors. Neither the European Commission nor the BMBF nor DAAD are responsible if any further use is made of the information contained herein. All details have been carefully researched. However, no liability is assumed for the correctness or completeness of the information. Please send any suggestions, comments or questions you may have to erasmus+news@daad.de.

erasmus+ insights editorial Dear Readers, The corona pandemic became the main topic for us all in 2020, and will surely also define 2021. Quick reaction by the EU Commission enabled flexible solu- tions to be found for Erasmus+ students both at the start of the pandemic in the summer semester 2020 and as it progressed. Digital and blended formats played a major role in this. It was even possible to commence a virtual Eras- mus+ stay for the first time in the winter semester 2020/2021. At the start of the winter semester and even in the first weeks of the new year, as members of the National Agency, we frequently discussed how we should provide information on Erasmus+ in times of a corona crisis. Is it legitimate to travel abroad during a global pandemic? We all agreed: protecting partici- pants should be our top priority – health comes before everything else. That is why we continue to advise against travel to risk areas with high levels of corona. Beyond that, one thing is clear to us: Erasmus+ is systemically relevant for Europe. European cohesion, European iden- tity and European interchange are now more important than ever. We are therefore delighted that conclusion of the negotiations on a multiannual financial framework in December 2020 has set the decisive course for a new Erasmus+ programme. A total of over 28 billion euros for the next seven years means we can strengthen the European Education Area, enable greater participation in the Erasmus+ programme and establish the European Universities of the future. As the German Erasmus+ National Agency for Higher Education we look forward to making our contribution to improving our common coexistence in Europe. Last year, we prepared German higher education institutions for the thematic priorities in the new programme genera- tion. We used three editions of our print magazine DAADeuroletter to address the transversal and central topics of the future: digitalisation, inclusion and sustainability. We have selected some related articles and interviews from our pub- lications, which will give you an insight into our multi-layered activities. There is also the ‘Forum’ in which you will find additional articles, including, for instance, a study on the career significance of experience abroad, and an interview with Dr Dorothea Rüland, long-standing DAAD Secretary General, who began her well-deserved retirement at the end of January.

32 A Significant Step Toward Equal Participation. Preparatory trips for students with severe disabilities Erasmus+ aims to enable as many students as possible to undertake a stay abroad. Since 2019, students with disabilities have therefore been able to apply for grants to- wards preparatory trips for previ- ously agreed student or internship mobility. 34 Exciting Fields of Activity for Inclusion: Cooperation Projects in Erasmus Developments in the last Erasmus+ programme generation superbly reflect the political and social changes that have occurred over the past seven years. Topics such as ‘equal opportunities and inclusion’, ‘social participation’, ‘civic engage- ment’ and ‘European values’ have come under the spotlight since 2015/2016. erasmus+ insights spectrum digitalisation 10 Regarding the Progressive Digitalisa- tion of Erasmus+. Initiatives, tasks, accompanying measures Digitalisation of the Erasmus+ pro- gramme is already in some parts a reality, but it will be further devel- oped. The best-known initiatives include the European Student Card Initiative (ESCI), Erasmus Without Paper (EWP) and the Online Learn- ing Agreement (OLA). These are in- tended to be linked and they will be mandatory in the new programme generation. 14 Strengthening Exchange, Learning from Partners, Creating Synergies. The transnational policy dialogue in the OpenU project Digitalisation is a matter of high priority for the European Higher Ed- ucation Area. One example of how promoting internationalisation is linked to digitalisation is the project ‘Online Pedagogical Resources for European Universities’ (OpenU). 18 Digitalisation and International- isation in Teaching and Studies. Opportunities and possibilities of Erasmus+ Internationalisation now places greater demands on higher educa- tion institutions than it did a few years ago. New demands have been added to teaching, studies and administration in relation to the exchange of students and lectur- ers, and to the implementation of projects. Digitalisation has played an increasingly important role in this. 20 A Mobile Companion for Your Stay Abroad. The entdecker (discoverer) app from Leipzig University Apps have become an indispen- sable part of everyday life. This also applies to programmes like Erasmus+. An app that assists stu- dents in every mobility phase was introduced at Leipzig University in January 2021. inclusion 24 Social Inclusion in Higher Educa- tion. On the status quo and the prospects of a complex challenge In the past, Erasmus in Germany understood inclusion in higher education to be the support of people with disabilities and parents travelling abroad. The concept has a much broader definition in the new programme generation. What is the situation regarding social inclusion, especially in the higher education sector, and what challenges do we have to overcome if a broader con- cept of inclusion should be adopted in the future? 28 Guest Commentary: ‘Those who want social inclusion must tackle social imbalances’ The Secretary General of the Deutsches Studentenwerk (German National Association for Student Affairs), Achim Meyer auf der Heyde, is advocating the implementation of a holistic concept of inclusion, which would at last give greater weight to social inclusion – under- stood as the participation of all people in society in the sense of genuine equal opportunity. 6

Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky. Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky. Photo: UHH/Sukhina Photo: UHH/Sukhina 8

erasmus+ insights digitalisation Regarding the Progressive Digitalisation of Erasmus+ Initiatives, tasks, accompanying measures TEXT: MARTIN SCHIFFERINGS, MAXIMILIAN PINNEN Digitalisation of the Erasmus+ programme is one of the major topics relating to the future of collaboration among European higher education institutions. And in some parts it is already a reality. Numerous digital activities have been tested over recent years to en- sure they can be applied across the entire Erasmus+ programme from 2021. The European Student Card Initiative (ESCI), Erasmus Without Paper (EWP) and the Online Learning Agreement (OLA) are probably the best known initiatives in this context. The European Commission has confirmed that these are interlinked and will be obligatory in the new Erasmus+ programme. However, not everything will happen in one fell swoop. Introduction will occur in multiple stages from 2021 onwards. The planned initiatives are explained below and set in relation to one another. Digital transformation extends beyond Erasmus It is crucial that German higher education institutions already vigorously tackle the preparation and implemen- tation of a digital infrastructure so that they will be in a position to meet Erasmus+ requirements in the future. It is also important to emphasise that the required ad- aptations extend far beyond the introduction of digital instruments or the use of digital portals. The necessary transformation reaches deep into the administrative structures of higher education institutions and requires a critical examination of procedures and potential for change. Existing internal processes for handling student mobility, for example, need to be analysed and prepared for digital interconnectivity. This is no simple task and can certainly only be mastered if the relevant internal structures cooperate closely. Management, internation- al office, faculty, examination office, data centre – the support of many people is required and there will be no blueprint solutions. Heading towards a European Education Area We need to widen our focus to understand the objectives that the European Commission is pursuing with the digitalisation of the Erasmus+ programme. Against the backdrop of the overall social developments in Europe, the European Commission used a summit of the Euro- pean heads of state and government in Gothenburg in November 2017 to present its vision and specific steps for creating a European Education Area by 2025. Its in- tention is ‘to harness the full potential of education and culture as drivers for jobs, social fairness, active citizen- ship as well as a means to experience European identity in all its diversity’. 1 This does not initially sound very digital. But if we consider the specific steps involved in creating a Euro- pean Education Area, then we immediately come across ‘buzzwords’ in the current debate about Erasmus Digital. These include the ‘mutual recognition of higher edu- cation and school leaving diplomas’, but also ‘making mobility for all a reality’ and the introduction of ‘an EU Student Card to offer a new user-friendly way to store information on a person’s academic records’. 2 Multiple projects, three objectives As described above, establishing a digital infrastruc- ture is undoubtedly one of the most complex challenges faced by higher education institutions in Europe in re- cent decades. The fact that digitalisation of the Erasmus+ programme is not driven centrally, but rather via a large number of individual projects, does not make it any easi- er to assess the necessary adjustments. Erasmus Without Paper, Online Learning Agreement, Erasmus+ App, Eu- ropean Student Card Initiative, MyAcademicID, EMREX, Erasmus+ Dashboard – the list is long and it is some- times difficult to keep abreast of developments in the in- dividual initiatives. If we attempt to place the initiatives in a hierarchy, however, it becomes clear that the Europe- ¢ Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, Strengthening European Identity through Education and Culture, The European Commission’s contribution to the Leaders’ meeting in Gothenburg, 17 November 2017, available online at https://t1p.de/egat [27 January 2021]. ¦ European Commission, Towards a European Education Area by 2025, Weekly Meeting, Strasbourg, France, 14 November 2017, available online at https://t1p.de/761q [21 January 2021]. 10

erasmus+ insights digitalisation We will accompany you on your journey The National Agency for EU Higher Education Coopera- tion (NA DAAD) takes the digitalisation challenges posed by the Erasmus+ programme very seriously and provides support with introducing the digital initiatives in the form of various information and advisory services. We want to concentrate not so much on individual instru- ments and their use, but rather on addressing and pro- viding support with the required digital transformation within higher education institutions. We wish to emphasise here once again that we do not see digitalisation under Erasmus+ as an end in itself. It involves a structural and procedural transformation in the administration of the Erasmus+ programme – and moreover the establishment of a ‘digital mindset’. We want to tackle this important task in close collaboration with you, and throughout the year we will organise various practical workshops, web-based seminars, and conferences on this topic. n In line with the established Erasmus experts that NA DAAD has for many years made available to German higher education institutions as experienced contacts in relation to issues and problems in day-to-day and strategic programme implementation, we are currently establishing an extended network that will focus on the digital infrastructure challenges posed by Erasmus+. NA DAAD will work jointly with this network and other experts to devise a training course in preparation for the new programme generation. Martin Schifferings Section EU05 – Communication and Student Engagement for Europe Maximilian Pinnen Section EU02 – Mobility of Individuals Timeline for introduction of the digital building blocks (as of January 2021) 12

erasmus+ insights digitalisation Strengthening Exchange, Learning from Partners, Creating Synergies The transnational policy dialogue in the OpenU project TEXT: KATHARINA ENGEL * Higher education institutions are engaged in the pro- cess of digital transformation. Networking, mobilities and cooperation among institutions are to a consider- able extent moving online. In this context, Erasmus+ policy support projects provide the opportunity to feed evidence from innovative experimentations at higher education institutions directly into the political dis- course. Thus, Europe- an cooperation can contribute to more effective policies, systemic improve- ment and sustainable funding strategies for digitalisation and internationalisation processes. The Erasmus+ pro- ject ‘Online Pedagog- ical Resources for European Universities’ (OpenU) under Erasmus+ Key Action 3 ‘Support for policy reform - Initiatives for policy innovation’ is aimed precisely at such transna- tional cooperation. Since February 2019, ministries from six European countries and the Erasmus Student Network have been supporting the technical develop- ment and testing of a digital hub, which intends to strengthen cooperation, online teaching and learning and mobility among European Univer- sities. Delegated by the Federal Ministry of Education and Research (BMBF), the DAAD coordinates the policy dialogue in the project with a fo- cus on issues relating to digital internation- alisation. Partners in the OpenU policy cluster: n The Federal Ministry of Education and Research (BMBF) n The German Academic Exchange Service (assigned coordinating role) n The Flemish Community, Belgium n The Ministry of Science and Innovation, Spain n The Ministry of Higher Education, Research and Innovation, France n Izglītības un zinātnes ministrija, Latvia n Direção-Geral do Ensino Superior, Portugal n Erasmus Student Network AISBL, Belgium * An early version of the text was written by Saskia Weißenbach. 14

erasmus+ insights digitalisation (European Digital UniverCity)¨. A total of 21 European partners collaborate in the OpenU project to develop a digital infrastructure that is tested in these two universi- ty alliances: The BLOOM hub shall make cooperation in the university alliances easier, support their joint provi- sion of online learning and teaching, foster mobility in virtual and blended formats, and facilitate administra- tive procedures within and between the institutions. The advantages and disadvantages of the BLOOM hub and also the impact of the institutional and national pol- icy frameworks on working with the hub will be tested by the two European University alliances in the project. The University of Potsdam evaluates these experimen- tations, the results of which provide the basis for the pol- icy dialogue among the ministries of education involved in the project. Promoting dialogue and deriving policy recommendations In OpenU, high-level authorities are directly included in the project process. The exchange and mutual learning among the six ministries of education and the Erasmus Student Network in the Policy Cluster have a specific purpose and are linked to tasks in the iterative develop- ment of the BLOOM hub’s: Synergies between OpenU and ongoing projects in the participating member states and at European level are identified, proven education- al policy practices are compared, and new strategies for achieving digitalisation and internationalisation objec- tives are tested via the hub. By the end of the project, the policy cluster will deliver recommendations for Euro- pean and national policymaking based on the findings of the dialogue process and the results of the independ- ent evaluation of the hub, thereby providing for evi- dence-based policymaking. Looking more closely into the policy cluster’s activities: which formats are used in the policy dialogue? From national… In addition to the policy cluster’s bi-monthly virtual meetings, physical meetings of the high-level authorities take place at intervals of 4 to 6 months. Each minis- try in the project hosts one of the dialogue events and sets the agenda for the exchange according to national priorities. Project partners and relevant national stake- holders are invited, to examine the respective national developments and to establish links with the current status of the OpenU project. Which political agendas in digital internationalisation are already in place or are be- ing formulated on the regional or national level? Which digitalisation projects at higher education institutions, in society or in the country’s private sector are particularly interesting with regard to the OpenU project? The inter- im results of experimentation and evaluation are shared and there is room for discussion on how to respond to the findings. The insights gained at the dialogue events from the joint discussion of the evaluation and from the exchange be- tween all participants are collated and included in a re- port. Thus, results of the dialogue process gradually feed into the policy recommendations that will be handed over to the European Commission and the public at the end of the project. … to European A change of perspective towards the European level is being made in the series of public web seminars that the DAAD is planning and organising. The policy cluster jointly decides on the current issues and developments in ‘digital higher education and internationalisation’ that should be the focus of these online events. Ministries and interested stakeholders will therefore have the op- portunity to gain insights into the constantly changing innovation landscape at the European level. 2 https://educalliance.eu/ [23 March 2021]. 16

erasmus+ insights digitalisation Digitisation and Internationalisation in Teaching and Studies Opportunities and possibilities of Erasmus+ TEXT: BEATE KÖRNER Internationalisation now places far greater demands on higher education institutions than it did a few years ago. New demands have been added to teaching, stud- ies and internationalisation at home in relation to the exchange of students and lecturers, and to the imple- mentation of projects. Digitisation is also playing an ever more important role within internationalisation, be it in the development and distribution of digital learning content in an international classroom or in the inclusion of digital components for the prepara- tion, implementation and follow-up of students’ and lecturers’ stays abroad. Digital elements – also in Erasmus+ (2014–2020) Erasmus+ had already set itself the objective of using digital elements to advance internationalisation in all areas of education within the programme generation (2014–2020). The various Erasmus+ project funding lines, such as strategic partnerships, knowledge alli- ances, but also the area of ‘Capacity Building in the field of higher education’ or policy support, continue to promote the use of e-learning and blended learning within teaching to encourage the internationalisation of higher education institutions. An equally important role in overcoming gaps and discrepancies in relation to the skills and competence of learners is played by the development, testing and implementation of flexible and modular course designs, and by increasing the attrac- tiveness of curricula in terms of problem-based learning methods, information and communication technology (ICT) applications, and collaborative practices, including cooperation between higher education institutions and companies. The action plan for digital education This is accompanied by the new Digital Education Ac- tion Plan adopted by the European Commission in au- tumn 2020, which builds on the Digital Education Action Plan1 of 2018–2020. This new action plan includes two priorities: a) fostering the development of a high-per- forming digital education ecosystem and b) enhancing digital skills and competences for digital transformation. These will in each case be supported by appropriate measures, instruments and various agendas and frame- works to help EU Member States seize the opportuni- ties and overcome the challenges of education in the digital age. These funding opportunities have been intensively used at German higher education institutions since 2014. From 2014 to 2020, 160 Erasmus+ projects with Ger- man participation promoted internationalisation with the help of digital elements both within Europe and in support of capacity building in emerging and developing countries. In the case of Erasmus+ strategic partnerships funded by NA DAAD, e-learning and the use of ICT-based methods and instruments have been among the top three priority topics from the outset. These have a huge bandwidth. They range from the use of digital media in architec- ture at the University of Kiel (‘Ancient cities. Creating a Digital Learning Environment on Cultural Heritage’) to earthquake research at the Bauhaus-Universität Weimar (‘Forecast Engineering: From Past Design to Future Deci- sions’) and projects relating to the recognition of virtual mobility skills at Beuth University of Applied Sciences Berlin (‘openVM: Opening Education for Developing, Assessing and Recognising Virtual Mobility Skills in Higher Education’) to the European Virtual Campus at Munich University of Applied Sciences, where students learn how to ward off cyberattacks, for example. ¢ Details can be found at https://ec.europa.eu/education/education-in-the-eu/ digital-education-action-plan_en [11 February 2020]. 18

erasmus+ insights digitalisation A Mobile Companion for Your Stay Abroad The entdecker (discoverer) app from Leipzig University TEXT: KATHARINA PINGEL ‘Best buddy’ for your adventures abroad ‘You have to prepare yourself really well for a stay abroad during your studies, observe deadlines and take care that you don’t forget anything. So it’s helpful if you don’t have to do it all on your own,’ says Katja Richter, who was in Italy for a semester during her bachelor’s degree course. At that time, she would have liked to have had a handy assistant on her smartphone to provide all the information and help she needed for her stay abroad. Since January 2021, there has been such a companion for students at Leipzig University.1 Almost 500 students have now downloaded the app from the App Store free of charge and with guaranteed data security. Katja Rich- ter is enthusiastic. ‘I organised all the information in the app, adapted it to my requirements and made sure it’s well structured,’ says the student, who now has a mas- ter’s degree in communication and media studies and is just beginning to prepare for her next semester abroad. Such contactless planning via a mobile application is a great advantage during a pandemic. Smart all-rounder Photo ©: Uni Leipzig Whether it’s studies, an internship, a specialist course or a language course, the entdecker app contains con- tent for all four types of stay. Students can use the app before, during and after their mobility. ‘Students can now click through the app even before they come to me for advice. This gives them an individualised overview of their options. They have lots of relevant informa- tion at their fingertips, which we can then go through ¢ Further information about the app and its advertising clip is available via www.uni-leipzig.de/entdecker-app. in detail during our session,’ explains Friederike Fuchs, consultant for exchange and funding opportunities in the International Centre. The mobile app links various digital communication channels, such as the central website of Leipzig University and its social media sites, and expands tried-and-tested analogue information and consultancy services. 20

In 2018, Jade University of Applied Sciences was once again certified In 2018, Jade University of Applied Sciences was once again certified as a ‘family-friendly university’. Photo: © Jade HS/Piet Meyer as a family-friendly university . Photo: © Jade HS/Piet Meyer 22

erasmus+ insights inclusion Social Inclusion in Higher Education On the status quo and the prospects of a complex challenge TEXT: MARKUS SYMMANK Erasmus in Germany thus far sees inclusion in higher education as supporting people with disabilities and students with children travelling abroad. The new gen- eration of programmes sees the term being significant- ly broadened: Enhancing social inclusion and fostering diversity is one of the four thematic pillars. This is rea- son enough to address the challenges that need to be overcome, so that more people – in the context of social inclusion – can participate in education and experience Europe in a positive way in the future. A brief historical retrospective The National Agency for EU Higher Education Coopera- tion (NA DAAD) started offering general support as early as 1999, which provided the first European-wide support for people with disabilities in the Erasmus+ programme. At the same time, NA DAAD began to focus on this group in a targeted manner via events and publications. The result of all these efforts is a large number of rele- vant projects in the context of partnerships (Key Actions 2) and policy support (Key Action 3), which is impressively demonstrated in the European results database (http:// ec.europa.eu/programmes/erasmus-plus/projects/). A handrail with Braille at Hamburg Central Station Photo: KMJ, CC BY-SA 3.0, de.wikipedia.org In 2007, an important aspect of social participation was added to the understanding of inclusion aimed solely at people with disabilities. This was the funding of stu- dents with a child or children. This measure can be seen as a first step toward the inclusive turn, which is appar- ent in the current generation of programmes and has been implemented even more consistently since the be- ginning of 2021. The declared aim is to remove all social barriers that restrict or hinder participation. This movement – away from the previous understanding with clear target groups towards an expanded concept of inclusion – has far-reaching consequences for Eras- mus+ and the work of national agencies, not least that of NA DAAD. The participating countries are now obliged to broaden the base, both nationally and by means of Erasmus funding.1 The first issue here is the students’ situations. 1 A look at institutions and organisations outside the higher education sector could be helpful in formulating solutions for this task. One example of this is the activities of Aktion Mensch (from its foundation in 1964 to 2000: Aktion Sorgenkind). Their funding projects demonstrate how a transition from integration to inclusivity can succeed in the workplace: the aim is no longer just to integrate a group of people with disabilities into the workplace, but also to include them in regular organisations and companies. 24

erasmus+ insights inclusion Concern about leaving a social environment and drop- ping out of networks is also something that cannot be entirely dismissed, despite social media. During their six months or year abroad, students can go through huge de- velopments that alienate them from their surroundings once they return. It can be helpful here to offer students seminars to prepare them for such developments and, af- ter returning, reintegration aids that extend beyond aca- demic ones. It would be preferable to be able to respond to complex social changes with individual support, but this presupposes appropriate personnel resources in the higher education institutions of origin. Such considera- tions would result in massive financial demands for the Erasmus programme. What is to be done? An improvement in social participation depends on var- ious factors. Improved resources always play a role, so that success depends to some extent on the programme’s amenities. If they are available to individuals, funding rates increase. If they are offered to higher education institutions and mobility consortia, supervision resourc- es are available. But who are those individuals for whom financing and supervision can be considered success fac- tors? In the jargon of the Erasmus programme, how can less represented groups be described? At this point, a balancing act must be organised between addressing the mainstream and decision-making for individuals. The new Erasmus programme is based on simplification through digitisation and regulatory re- duction. The simpler, then the more general the require- ments and test rules for the use of public funding. The more individual (and thus higher) the funding, the more formally a decision must be secured. If it is not, the – necessary – betterment of some programme participants will be contestable. Socially disadvantaged groups will receive more support in coordination with the Federal Ministry of Education and Research and with the close involvement of high- er education institutions. While the allocation of social criteria – as occurs in the United Kingdom – is viewed positively, and is required by the system in the interests of reduced tuition fees, in Germany we historically strug- gle with an externalised attribution of characteristics. It is important to develop a manageable mix of self-decla- ration and verification. The good level of preparation at many higher education institutions in Germany is helpful. After the internation- alisation audit of the German Rectors’ Conference and a close look at their objectives and target groups, many have also undergone a diversity audit by the Stifterver- band. Topics such as ‘diversity’ and ‘internationalisation’ have long since been on the agenda at management level. Independent institutions such as DoBuS at the Technical University of Dortmund (the Department of Disability and Studies at the Centre for Higher Educa- tion) are exemplary, although rare. Credit: Fachhochschule Hildesheim, Holzminden, Göttingen already has 17 gender-neutral toilets installed across its sites 26

erasmus+ insights inclusion Guest commentary ‘Those who want social inclusion must tackle social imbalances’ (June 2020) By Achim Meyer auf der Heyde* Duden defines a guest as ‘someone selection criterion behind this is who is temporarily in an environ- relevance: a united Europe; the in- ment other than their own for ternational exchange of knowledge, specific purposes, especially in a concepts and visions; the chal- circle of people to which they do lenges that teachers and learners not permanently belong’. This defi- have to face – these are the topics nition aptly describes our intention on which we will invite authors to to use guest commentaries in the formulate their thoughts. DAADeuroletter to open up per- spectives and gain impulses that are not influenced by our everyday work with and for Erasmus+. The Photo ©: K. Herschelmann * This ar ticle reflects the author’s personal opinion and consequently does not represent the opinion of the National Agency for EU Higher Education Cooperation. 28

erasmus+ insights inclusion The loss of income opportunities in their home country excludes a large number of students from participating in programmes like Erasmus, since the lump sum financial support they would receive is too low. The average month- ly Erasmus grant was just 336 euros in 2018, which is obviously insufficient to cover accommodation costs in many European cities. A survey of 24,000 students revealed that 70 percent of those surveyed believed the Erasmus grant would only cover half or less of their total costs. A bold increase – in the interest of social inclusion – would enable a larger number of students, especially from socially disadvantaged backgrounds, to participate in the pro- gramme. – – Erasmus is for many the epitome of the European experience, but the way funding is allocated is anything but equal. Grant levels are current- ly divided into different categories, which are often applied inconsist- ently between countries. A simplified grant system would permit the pro- gramme to be better communicated to future participants and improve transparency for students from a lower socio-economic background. The current system sees a signifi- cant proportion of the subsidies not even being awarded every year. By determining a minimum grant with the option of a top-up, the remain- ing funds could be reallocated and provide the necessary support to those who urgently need it. The situation is rather bleak: we know from our social survey that there has been a decline in international mobility. Mobility rates did admittedly rise from 1991 (20 percent) to 2000 (32 percent), but they have stagnated since then. The recent mobility rate has even declined to just 28 percent – a level from before the Bologna reform! In the case of men (compared to women), students with a migration background (‘Bildungsin- länder’), repatriates or students with disabilities the situation is even worse. If the Erasmus programme is to be a key catalyst in producing European citizens who are open-minded, civic and critical of populist approaches, it is crucial that the next programme reaches a greater number of participants and is more inclusive. For 20 years, finan- cial barriers have been the reason why mobility programmes have not been used. Those who work while studying, do not have wealthy parents, or have to take care of relatives, will put down the Erasmus brochure as soon as they see the level of the funding amount. That is why it is vital that the Erasmus grants be reformulated into a simpler system with a universal basis of 850 euros per month*: * This sum is based on the BAföG rate. 30

erasmus+ insights inclusion A Significant Step Toward Equal Participation Preparatory trips for students with severe disabilities TEXT: PETRA PODLECH Erasmus+ has an inclusive approach and wants to ena- ble as many students as possible to enjoy a stay abroad, regardless of their personal situation. Since 2019, students with disabilities (from a degree of disability [DoD] of 50 and above) have therefore been able to ap- ply for grants towards preparatory trips for previously agreed student or internship mobility. Reason and purpose A stay abroad usually represents a major challenge for all young people. This is even more true for people with disabilities. Even if the host institution can promise barrier-free access and good supervision, there are also many things in daily life that should be individually assessed and tested, such as the living environment, and accessibility on campus or on public transport. Stu- dents and interns with severe disabilities (from a DoD of 50) thus have the opportunity to assess and become acquainted with the local conditions in relation to their individual requirements ahead of their planned Eras- mus+ stay abroad that has already been agreed with the home institution. Funding can also be awarded to an accompanying per- son. This person should support the students during their journey, for example by helping them to check routes and by accompanying them during preparatory mobility training on site. Assistance can also be provid- ed with administrative preparations (arrangements at the higher education institution, filling out forms, and so on). In practice Five students from German higher education institutions and their accompanying persons have been able to take advantage of this opportunity since funding for prepara- tory trips was introduced in 2019. This includes Sarah P., a student at the Johannes Gutenberg University Mainz, for whom ‘the preparatory trip was superb’, she empha- sises. ‘I was able to fly to Spain with a friend in advance, search for an apartment locally, and get to know the city and the university. It was amazing and comforting to see my future apartment, meet my fellow residents and visit the university. A few weeks later I was therefore able to start my semester abroad in a relaxed and great state of mind.’ Based on her own experience, Lenka Tucek, higher edu- cation coordinator for student mobility at the Johannes Gutenberg University Mainz, is convinced that the ‘new funding option is a great approach for more inclusion in the Erasmus+ programme’. It ‘helps to reduce students’ fears about international mobility and gives them plan- ning certainty’. Tucek emphasises that it is important to ‘submit the uncomplicated application for special fund- ing as early as possible’. Outlook The crisis caused by the coronavirus means that further preparatory trips are currently not possible. Once the current health risks are reduced to a minimum and trav- el can occur again without restrictions, we look forward to lots of higher education institutions accepting this offer and informing their students about these possibil- ities. Higher education institutions have already requested an extension to mobility with partner countries outside Europe (KA107) and this is being discussed. NA DAAD will review this again in 2021, taking into account the funding provided by the Federal Ministry of Education and Research along with the outstanding details of the new programme generation. 32

erasmus+ insights inclusion Exciting Fields of Activity for Inclusion: Cooperation Projects in Erasmus TEXT: BEATE KÖRNER Developments in the recently concluded Erasmus+ pro- gramme generation effectively reflect the profound po- litical and social changes that have occurred in the last seven years. At the beginning of 2014, the focus was on the employability of students, the elimination of youth unemployment and cooperation with business. How- ever, in the wake of the refugee crisis from 2015 and 2016, topics such as ‘equal opportunities and inclusion’, ‘social participation’, ‘civic engagement’ and ‘European values’ have become much more important. Supported by very open and forceful communication in the general and specialist public, Erasmus+ has simulta- neously transformed itself into a programme with many facets and approaches, not least in project funding. The various funding lines have enabled many universities and educational institutions to develop and test innova- tive means, approaches and methods. It is certainly clear that the social discourse within the German and Europe- an higher education landscape in recent years has placed particular focus on key areas such as ‘equal opportuni- ties and inclusion’. This is illustrated especially well by the ‘strategic partnerships’ funding line: Whereas only one application for equal opportunities and inclusion was submitted to NA DAAD at the beginning of the 2014 programme generation, there were 11 in 2019. Inclusion as an expanded concept Its broad understanding of inclusion means the Erasmus programme already offers higher education institutions, schools and other educational institutions very good opportunities to connect in this regard. Erasmus sees inclusion as much more than merely funding people with disabilities. The programme guide from the end of August 2020 reveals that it includes people with mental, physical, sensory or other impairments, young people with educational problems, and those who are disadvan- taged by social, geographical or economic barriers.1 The EU Commission wants to underline the exceptional importance of this topic in the new programme gener- ation resulting from this concept being translated into national inclusion strategies and into a common Euro- pean inclusion strategy. It is hoped this will improve the previous reach to disadvantaged target groups and encourage them to participate in Erasmus. In the area of ‘strategic partnerships’, the intense focus on ‘equal opportunities’ is further reinforced by the definition of relevant horizontal and sectoral priorities. Project applications for the new cooperation partner- ships relating to the horizontal ‘social inclusion’ priority are moreover already selected as a priority. That is also a clear signal from the EU Commission that this issue is already high on the European agenda. 1 See European Commission, Erasmus+ Programme Guide, Version 3 (2020): 25 August 2020, p. 10, available online at https://t1p.de/h6i1 [27 January 2021]. 34

erasmus+ insights inclusion Project example The strategic partnership ‘Advancing inclusive education through International Sign’ (InSign) Coordinator Professor Dr Hubert Roth, University of Siegen, Germany Partners – Politécnico do Porto, Portugal – Europaikos Syndesmos Prosanatolismou Stadiodromias, Cyprus – Hellenic Mediterranean University, Greece – University of Maribor, Slovenia Funding period 2019–2022 Funding amount 293,014 euros Website https://www.uni-siegen.de/zew/insign/ Deaf students experience difficulties in communication with non-deaf and deaf students from different nationalities due to the use of different sign languages. The InSign project establishes an innovative infrastructure to raise awareness and pro- mote the use of International Sign as a lingua franca for deaf-deaf and deaf-non-deaf users. This innovative infrastructure will tear down barriers to communication with deaf students and open the door towards internationalisation, education and glo- balisation for young deaf students. InSign develops the systems and tools required to support an inclusive higher education paradigm by transferring recent research results to society. What made you decide to tackle this topic? Providing channels for communication and access to digi- In Europe, there are approximately 50 officially recognized sign languages used by millions of people. Sign languages, however, are different despite sharing common character- istics; similar to oral languages. The lack of a lingua franca shared by all creates communication barriers which causes the exclusion of deaf people from the globalized world and from international networks. These communication barriers are so hard to overcome that the natural reaction of the deaf is to live in their own communities with little contact to what is outside of them. This involuntary isolation is one of the main reasons for high numbers of depression and mental illness in deaf students. tal educational materials in a common sign language that all deaf students can understand will facilitate the access of deaf students to education and promote their inclusion into a globalized society. This common sign language does exist in the form of International Sign (IS), but it is not common- ly used, apart from big international congresses and global events like the World Federation of the Deaf and COINES. Raising awareness of and promoting a preliminary contact with IS in academia will make a significant contribution to opening the global world of education and mobility to deaf students. This is the purpose of the InSign project. 36

erasmus+ insights inclusion Project example The strategic partnership ‘Live Text Access (LTA): Quality training in real time subtitling across EU and EU languages’ Coordinator Rocío Bernabé Caro, Sprachen- und Dolmetscherinstitut München e.V., Germany Partners – Autonomous University of Barcelona, Spain – Scuola Superiore per Mediatori Linguistici, Italy – ECQA GmbH, Austria – Velotype VOF, the Netherlands – SUB-TI Access SRL, Italy – European Federation of Hard of Hearing People, the Netherlands – ZDF Digital Medienproduktion GmbH, Germany Funding period 2018–2021 Funding amount 356,331 euros Website https://ltaproject.eu LiveTextAccess is a strategic partnership between educational and non-educational institutions that tackles the need for har- monised training in real-time intralingual subtitling. This type of subtitles, also called captions, are used to provide access to live content for people with hearing loss. The partnership consists of three universities, two accessibility service providers, one broadcasting company, one certification association and one enduser association. The project comprises five working packages called intellectual outputs (IOs) that have two central focuses: competence-based training and certification. On its completion in August 2021, LTA will provide four main outputs: skills cards for respeakers and velotypists, a modular curricu- lum, open-source learning materials, and a certificate. What made you decide to tackle this topic? What contribution does the project make to inclusion at your Real-time intralingual subtitling has gained momentum as a profession since the adoption of the Convention on the university or within your consortium? Why is the internation- al, European or Erasmus+ aspect important for you? Rights of Persons with Disabilities and as legal frameworks Higher-education partners will be able to consolidate and have evolved across Europe and overseas. Training pro- expand their role as institutions that foster inclusion at a grammes have emerged in higher education and in-house local and European level. Overall, university partners will be contexts to meet increasing demand for qualified profes- able to raise awareness among students and lecturers and sionals. However, courses often focus on a single technique to implement the LTA curriculum transversally. On the one – either respeaking or keyboard-based production – or work hand, students from translation-related degrees will profit setting, mainly TV broadcasting. As a result, trainees fail to from a new specialisation. On the other, students from other acquire the knowledge and skills necessary to ensure even degrees will have access to the general module about acces- provision for different work settings, such as broadcast- sibility through workshops. ing, parliamentary assemblies, education or the workplace. LiveTextAccess project aims to approach harmonisation in training by providing vocational and higher education insti- tutions with an all-encompassing modular curriculum and open-source learning materials. The European Federation of Hard of Hearing People will be able to reach a wider audience and increase awareness of their needs. The training will reflect what end-users of real-time intralingual subtitles expect from live subtitles in each situation. Likewise, partners working as service provid- 38

Photo: © Universität Potsdam/Karla Fritze Photo: © Universität Potsdam/Karla Fritze 40

erasmus+ insights sustainability Sustainable Development for a Future-oriented Europe TEXT: NINA KNOPS ‘There is no planet B’, ‘Climate justice now’ – posters bearing these slogans have been visible at the climate demonstrations of the ‘Fridays for Future’ protests tak- ing place around the globe since March 2019. The ac- tivists are calling for adherence to the objectives of the Paris Agreement on climate change. They are demand- ing, in particular, that global warming be limited in the long term to below 1.5 degrees Celsius compared to the pre-industrialisation level. The focus of the activists’ demands is on the concept of climate justice: ‘decisions taken at the expense of poorer regions and future gen- erations’ ‘are unacceptable’. From the Brundtland Report to the UN Agenda 2030 The idea that the actions of a generation, their dealings with nature and resources should be responsible and geared toward the next generation is by no means new. The concept of ‘sustainable development’ was already shaped in 1987 by the Brundtland Report released by the World Commission on Environment and Development. It states that ‘sustainable development is development that meets the needs of the present without compromis- ing the ability of future generations to meet their own needs.’ This report recognised that environmental problems can only be addressed if global poverty and inequality are al- so addressed. The Commission, led by former Norwegian Prime Minister Gro Harlem Brundtland, defined sus- tainable development as a process of change in which, among other things, the use of resources, the orientation of technological development and institutional changes must be reconciled with current and future needs. The EU’s long-term budget from 2021 to 2027 is intended not only to respond to the realities of today, but also to the uncertainties of tomorrow. 373.9 billion euros is earmarked for the ‘Natural resources and environment’ sector. Photo ©: European Union, 2020/Aurore Martignoni Five years after the publication of her report, at the UN Conference on Environment and Development in Rio de Janeiro in 1992, the concept of sustainable develop- ment based on three dimensions established itself: social (social justice), ecological (ecological sustainability) and economic (economic performance). The concept of sustainable development is also a core idea of the United Nations Agenda 2030, which calls equally on industrialised, emerging and developing countries to take sustainable action. From education, clean energy, sustainable cities and communities to sustainable consumption, climate protection, peace and justice, the Agenda 2030 addresses all policy areas – it is, as the German government sees it, a ‘roadmap for the future’1. ¢ German government, Global goals for sustainable development, https://t1p.de/90s3 [27 October 2020]. 42

erasmus+ insights sustainability Using Erasmus+ to become the First Climate-neutral Continent? TEXT: ANNA-LENA SENDER In December 2019, the European Commission under Ursula von der Leyen, presented its roadmap for a sustaina- ble EU economy: the ‘European Green Deal’. Its declared goal is to make Europe the first climate-neutral continent by 2050. This is to occur taking into account all sectors of the economy and all policy areas – and not least with regard to the social and economic impacts felt by regions, industries and employees as a result of the necessary changes. The EU budget plays a central role in this respect. 30 percent of the expenditure under all EU programmes is expected to contribute to achieving the climate targets. Horizon Europe, the ninth European Framework Pro- gramme for Research and Innovation, is also expected to spend at least 35 percent of its funding on financ- ing new solutions for climate protection. Education is also highlighted within the EU Green Deal roadmap. It emphasises that ‘schools, training institutions and uni- versities are well placed to engage with pupils, parents, and the wider community on the changes needed for a successful transition1.’ The EU Commission therefore plans to provide supporting materials and facilitate the exchange of best practices via EU-wide networked teach- er training programmes with the concept of the so called teacher academies. What contribution can education make to the ‘European Green Deal’? In addition to the EU roadmap, the Commission’s Com- munication on the Creation of a European Education Area by 2025, published on 30 September 2020, clarifies that the transition to a sustainable and climate-neutral economy in Europe can only be achieved by develop- ing the necessary skills and raising awareness through education.2 Measures in the field of education should therefore aim to create a favourable environment for the green transformation. These include: – the funding of skills for green business and entrepre- neurship, and the digital and technological transfor- mation, – investment in education and training to increase the number of specialists working for a climate-neutral and resource-efficient economy, – the integration of ecological sustainability perspec- tives into the natural sciences and humanities, – the development of a sustainable education infra- structure. Figure: https://eur-lex.europa.eu/legal-content/DE/TXT/?qid=1596443911913&uri=CELEX:52019DC0640#document1 ¢ Communication from the Commission to the European Parliament, the European Council, the European Economic and Social Committee and the Committee of the Regions, The European Green Deal, Brussels, 11 December 2019, p. 19, available online at https://t1p.de/g2a4 [27 January 2021]. ¦ See DAAD Brussels, a European Education Area by 2025, n.d., available online at https://t1p.de/3y2x [27 October 2020]. 44

erasmus+ insights sustainability Five Questions to MEP Laurence Farreng (December 2020) INTERVIEW: ANNA-LENA SENDER Which measures could make Erasmus+, Creative Europe and the European Solidarity Corps ‘greener’? As a rapporteur appointed by the Committee on Culture and Education (CULT) of the European Parliament*, Laurence Farreng addressed this question in a report. For the DAADeuroletter the French MEP summarises its main findings and recommendations. The report contains concrete recommendations on how to make the Erasmus+ programme greener. What do you consid- er to be the key messages, particularly in the field of higher education? What role can the European Student Card and the Erasmus+ App play in this? I want to underline the importance of two principles that should remain inviolate: – Physical mobility is the very essence of the Erasmus+ programme. Virtual mobility, which is useful during a pandemic such as the one we are currently experiencing, can only be temporary or be seen as a complement to physical mobility. – Freedom of content and creation are essential. There may be specific project types that are promoted, but Erasmus+ projects must continue to be generated based on local needs, in a bottom-up rather than top-down approach. I used this report to propose concrete measures that would en- courage greening of the programmes; these are the main ones: – Participants should where possible be encouraged to reduce the environmental impact of these programmes by using less polluting means of transport than air travel, in particular by adjusting the grant amounts and not by imposing penalties. It must however be possible to meas- ure this impact before it can be diminished, which is not possible at present. That is why I asked the Commission to establish environmental indicators. This request has been heard, and we are working on these indicators for the next Erasmus+ programme. – I also propose measures to take advantage of this incred- ible and life-changing experience that is Erasmus+; to change habits and introduce participants to new environ- mental practices. This is where the Erasmus+ App has a Photo ©: European Union 2019 – EP/Dominique Hommel In preparing the report, you consulted a large number of stakeholders, including the DAAD. What do you consider to be the most significant findings from this consultation process? What impression did you gain from the Erasmus+ community on the subject of environmental protection and sustainability? Laurence Farreng MEP: I did indeed consult with many stakeholders while working on the report, be it National Agencies, project leaders, associations or the participants themselves. I would like to take this opportunity to thank the DAAD for its very valuable inputs and ideas! I was struck by the stakeholders’ commitment to making the three pro- grammes Erasmus+, the European Solidarity Corps (ESC) and Creative Europe greener. I was particularly pleased to be able to rely on the work role to play, by providing information and local contacts already performed by different Erasmus+ Agencies already to participants, for example. The European Student Card engaged in this green transition: green indicators and green could in the medium term be developed to offer access to mobility are themes they are already working on. I have seen services that promote more eco-friendly life choices. that both the Agencies and participants are ready to embark on this green path and only seek to be supported by the in- – I am ultimately convinced of the great potential of Eras- mus+, which we must further develop to create trans-Eu- stitutions. It’s up to us, the European co-legislators and insti- ropean curricula addressing sustainable environmental tutions, to provide them with the necessary incentives. development. * The report is available online at https://www.europarl.europa.eu/doceo/document/A-9-2020-0141_EN.pdf [18 November 2020]. 46

erasmus+ insights sustainability Facets of Sustainability in Erasmus+ Cooperation Projects TEXT: KATRIN WINTER In times of climate change and changes in our global environment, the topic of ‘sustainability’ is dominated above all else by ‘green’ or ecological issues. However, sustainability is not merely discussed as an ecological issue, but rather as a general imperative – and rightly so. Protagonists in all areas of education and expertise are now in demand. Cross-sectoral and interdisciplinary cooperation, not least cross-border cooperation, also promote the potential for sustainable impacts in higher education. The Erasmus+ funding lines for cooperation projects (like strategic part- nerships, knowledge alliances, capacity-building projects, Jean Monnet activities or Erasmus Mundus) provide an ideal framework for many European and international projects to address the relevant issues. The framework conditions Sustainability as a funding criterion The sustainability of project results crucially depends on whether they correspond to and can continue to work within their systemic environment and their develop- ments. They must be disseminated and used beyond the time and structural framework of the project to fully realise their potential for impact. Especially in relation to cooperation projects1, the Erasmus+ programme guide states that ‘[t]he extent of dissemination and exploitation activities will increase with the size and strategic impor- tance of the project.’2 The cooperation projects include planned events after the individual project phases, for example, during which the community is informed about and can discuss initial findings. Key people and the general (specialist) public are intended to be involved in this process, whereby they act as multipliers and suggest ways to achieve the widest possible utilisation of these findings, also in other areas. The prerequisite for this is that the findings and insights are freely accessible beyond the project duration. Beyond the concrete project objectives, Erasmus+ coop- eration projects must therefore from the outset focus to a large extent on sustainability, and on creating suitable conditions for the best possible exploitation and maxi- misation of the project results. The early development of a well-thought-out sustainability strategy and dissem- ination plan during project preparation is helpful in this context. The relevant documents should be prepared and considered within the consortium before the application is submitted to ensure that the evaluators have as clear an assessment basis as possible for a potential funding decision during the selection process. Even if cooperation projects are based on binding coop- eration among institutions, the initiative and implemen- tation of ambitious projects often relies heavily on the commitment of individuals and their network partners. The consolidation, implementation and further devel- opment of the results should therefore be incorporated and described from the outset, in particular with a view to sustainability. A decision should also be made about which entities will continue to follow up on the results, further develop them as necessary, and provide informa- tion about them after project completion. Practical examples of cooperation among higher education institutions can be found on the NA DAAD website at https://t1p.de/1jg8 [23 January 2021]. European Commission, Erasmus+ Programme Guide, Version 3 (2020): 25 August 2020, p. 318, available online at https://t1p.de/h6i1 [27 January 2021]. ¢ ¦ 48

The NA Annual Meeting Cycle The NA Annual Meeting Cycle The NA Annual Meeting Cycle TEXT: MARCUS KLEIN After Lüneburg and Saarbrücken, it ought to have been Augsburg in 2020. That was at least the plan announced A successful kick-off in the DAADeuroletter 68 which was completed at the beginning of March. It became clear shortly after its pub- After only four lication, however, that COVID-19 would make it impos- months of prepara- sible to hold the Erasmus+ annual meeting as a face-to- tion – a good part of face event with hundreds of participants. So instead of a it under the difficult meeting in Augsburg, it became a virtual meeting. A new approach conditions of home working and limited personal contacts – the time had come on 30 Work on a suitable concept began in May, because at no September. In front of more than point was consideration given to cancellation of such an 500 interconnected individuals, that is to say far more than important annual meeting without a replacement. ‘It wasn’t the number of attendees present in Saarbrücken in Sep- about whether,’ explains Kerstin Tanović from the NA DAAD tember 2019, for example, NA Director Dr Stephan Geifes event team, ‘that was never in question. It was about how, opened the first virtual Erasmus+ annual meeting. The keen that is to say how to realise it. And that posed a challenge, interest ‘was a pleasant surprise,’ says Tanović, even though since we were entering totally new territory from a technical NA DAAD had assumed that more participants would be able viewpoint.’ to attend online meetings than a face-to-face event. The most significant change made to the concept developed by Section EU01 and its Events team in close coordination with the Heads of Section and the NA Directorate con- cerned the process. It was impossible to simply adopt the programme for the face-to-face event, so the virtual annual meeting was structured in a modular fashion. A series of the- matic sessions were planned for October and November in addition to a kick-off event, with a look back at the past year and a look at prospects for the forthcoming Erasmus pro- gramme generation. EU01 and the Events team were able to count on broad sup- port for this implementation. This included professional part- ners being engaged for the kick-off event. They brought along the studio technology and assumed responsibility for the recording, while colleagues in the specialist sections were responsible for the content design, supported by external ex- perts. Public Relations was also heavily involved, especially the online team that manages and maintains the EU website and the NA DAAD social media presence. 50 Photos ©: DAAD/Susanne Reich

erasmus+ insights sustainability Travelling… How Can We Travel Sustainably? When an exchange pricks our conscience TEXT: LUTZ CLEEVES Studying abroad in the US, completing an internship in Latvia or continuing education in Israel – what is still pos- sible when one’s own carbon footprint becomes the focus of attention? Is the will to act sustainably compatible with the desire to study and gain vocational experience abroad? Planning a stay abroad often leads to a dialogue with one’s own conscience, yet one thing seems clear: a little more sustainability is usually possible – but not al- ways! Students wanting to gain international experience in countries such as America, Australia or New Zealand, for example, are hardly likely to travel there by any other means of transport than by plane. We have taken a look at three Erasmus+ students implementing their personal sustainability strategy during exchange situations – and discovered how they are coping with the challenges they face during the corona pan- demic. The correspondents use the ‘studieren weltweit – ERLEBE ES!’ (studying worldwide – LIVE THE EXPERI- ENCE!) portal to report on their individual experiences and strategies in lots of fascinating articles and with some great photos of their exchange experiences. Green in the truest sense: the library at Lund University. Green in the truest sense: the library at Lund University. Photo © Benjamin Schlegel Photo © Benjamin Schlegel Benjamin, who normally studies industrial engineer- ing in Berlin, travelled northwards with Erasmus+ to spend a semester in the ‘green beyond the Øresund’ in Swedish Lund from August 2020 to January 2021. He was particularly attracted by the wide range of courses on sustainable technologies at his host university and the fact that they take place in smaller groups. groups. ‘Of course one thing makes the whole undertaking diffi ‘Of course one thing makes the whole undertaking diffi- cult: the corona pandemic. Even though Sweden has taken cult: the corona pandemic. Even though Sweden has taken its own special path, one has to adjust […] to restrictions. its own special path, one has to adjust […] to restrictions. Most of the courses are held online, for example’, writes Benjamin. Most of the courses are held online, for example’, writes Benjamin. He travelled anyway, and in a very resource-saving manner (with additional benefits): ‘Getting to Lund by train is very convenient: firstly, it is more eco-friendly than by plane, and you can also take much more luggage. Thick winter clothes, in particular, take up lot of space in your suitcase.’ https://www.studieren-weltweit.de/gruen-hinter-dem-oeresund-meine-mission-in-lund/ [9 October 2020] Students from Germany undertaking a study-related stay abroad use personal blog posts and social networks on the www.studieren-weltweit.de portal to report on their exploits and experiences as part of the ‘studieren weltweit – ERLEBE ES!’ (studying worldwide – LIVE THE EXPERIENCE!) campaign. The dossier on ‘Sustainability’ at www.studieren-weltweit.de/nachhaltigkeit provides students with suitable reports on the experiences of correspondents, expert interviews and tips on how to make stays abroad sustainable. 52

Photo: © Oliver Reetz/DAAD Photo: © Oliver Reetz/DAAD 54

erasmus+ insights forum The Significance of International Experience in Career Success TEXT: MARINA STEINMANN Experience gained during a study-related stay abroad is very valuable, especially from a professional point of view. A study commissioned by DAAD reveals that missing out on international experience during your studies could twice prove to be a loss of additional career opportunities in the professional life of higher education gradu- ates. Objective Design and implementation The overall objective of the study conducted by the German Economic Institute (Institut der deutschen Wirtschaft – IW) in 2020 was to determine the role that international experience acquired during studies plays in one’s career.1 For the first time, it therefore exam- ined how employers evaluate international experience when filling career positions and whether the gain in personal and social skills associated with a stay abroad is relevant to the requirements profile for leaders. As in previous studies, factors impacting career entry and the role played by international experience were examined as well. The project comprised three parts: – a comprehensive analysis of the research literature published up to 2020 on the relationship between the competences and skills sought by employers, and those acquired during study abroad, – a subsequent representative online survey of 1,099 German companies conducted in autumn 2019 in relation to skills that are decisive in recruitment and career development, – eight detailed qualitative interviews with personnel managers from companies as a comment and a more in-depth element in April and May 2020. These interviews concentrated on discussing the role of social and personal skills in greater detail, but also the question of the extent to which international experi- ence is significant for the promotion of employees and for their overall career development. The corona crisis created entirely new challenges that were unforeseeable when the key survey questions were defined, and the first two parts of this study were implemented, so the impact of these on the respective company’s recruitment and promotion policies was also discussed. ¢ The full study ‘Die Bedeutung von Auslandserfahrung für den Karriereerfolg von Hochschulabsolventen auf dem deutschen Arbeitsmarkt’ (The Significance of International Experience in Career Success of Graduates in the German Labour Market’ can be downloaded from eu.daad.de/auswertungen. 56

erasmus+ insights forum Competencies of applicants for management positions II The importance of various competencies for organising change Mean values on a scale of 1 ‘Not al all important’ to 7 ‘Very important’ Mean values on a scale of 1 “Not at all important” to 7 “Very important” 5,00 1,00 2,00 3,00 4,00 The ability to deal with extremely different people / characters The ability to cope with uncertain or unclear situations The ability to motivate staff to use their own initiative The ability to take the initiative in recognising and exploiting new development opportunities for the company The ability to implement changes in the company in the face of resistance The ability to give staff orientation during change processes The ability to promote networking among different teams The ability to deal with business partners, staff and colleagues from other cultural backgrounds. 6,00 7,00 6,28 6,24 6,18 6,09 6,04 6,04 5,74 5,72 Source: IW-Personnel Panel, 2019, p. 32 is a must for recruitment with many internationally ori- ented employers and it also opens up options for taking on specific tasks at other companies. to refer to advantages that manifest themselves much later in professional life. The aim should be to motivate students to study abroad and to point out the kind of ex- perience they should seek to acquire specific skills. n Consequences Marina Steinmann Expert in EU Higher Education Cooperation A stay abroad is not merely a box that is simply ticked when application documents are reviewed. When sup- porting, preparing and following up on stays, higher education institutions should therefore pay special atten- tion to helping students recognise the additional compe- tences they have gained and present them appropriately in job applications. When counselling students, it is important not only to emphasise the formal significance of international experience for starting a career, but also 58

erasmus+ insights forum Dr Frank Petrikowski is a Senior Desk Officer at the Federal Ministry of Education and Research. The Bologna Hub Peer Support project is coordinated by the BMBF. Photo ©: privat These key elements of the Bologna process – the afore- mentioned key commitments– were stated in a commu- niqué by the Education Ministers of the Member States in 2018 and must be fully applied in all Member States within the EHEA. The project pursues a structured peer support approach which has been identified as one of the key tools in enabling the EHEA to realise its full potential in the future. Moreover, the project’s interna- tional dimension, in particular, also enables participants to learn from each other and to mutually engage in open exchange. Experience with Counselling Missions DAAD has considerable experience in helping higher education institutions to develop a greater openness towards Europe. ‘DAAD has been providing German higher education institutions with advice through a team of German and international Bologna experts for several years,’ reports Dr Stephan Geifes, Director of the National Agency for EU Higher Education Cooperation at DAAD. ‘This project sees us transposing our success- ful model to the European Higher Education Area. The high-quality advice from our participating European Bologna specialists means we offer higher education institutions targeted assistance in this field.’ Twenty-five higher education institutions can take ad- vantage of its consultancy. There are no specific require- ments for participation. An attractive offer awaits them: each higher education institution that has successfully applied will be offered two counselling sessions in two phases. All participants can exchange views at the final conference. Dr Gabriele Abermann from Salzburg has been advising higher education Dr Gabriele Abermann from Salzburg has been advising higher education institutions on implementing Bologna reform measures since 2009. Photo ©: Sandra Lagler 60

erasmus+ insights forum Recognition of International Academic Achievements Text: Astrid Hopp Young people studying abroad want to have their achievements recognised by their home institution. Does that always work smoothly? DAAD has regularly been examining the state of recognition practice at German higher education institutions since 2007. The most recent – already the seventh – study was published in October 2020. It is important for students that their achievements at a host institution abroad are recognised by their home institution. DAAD interviewed 6,000 students who were abroad from 2017 to 2019 about their experience with this process, and published its findings in the 2019 study ‘Anerkennung – (k)ein Problem?’1 (Recognition – [not] a problem?). ‘Feedback from students is important to us,’ emphasises the responsible coordinator and editor, Dr Susanne Wilking from the National Agency for EU Higher Education Cooperation (NA DAAD), ‘because recognition of achievements is ultimately a very central aspect when it comes to facilitating and funding interna- tional exchange and thus mobility.’ only those in his or her actual subject. If he or she was only asked about recognition of achieved credit points, a limited picture would be obtained. High recognition in internationally oriented courses Other factors that influence the recognition process include, for instance, the subject or the type of higher education institution. Economics and business adminis- tration have for years achieved a high recognition rate, whereas law is at the bottom of the ranking list. ‘We sus- pect this is attributable to the international orientation of the faculties,’ says Wilking. One of the key findings of the current study is that 81 percent of all ECTS points earned at host institutions abroad are recognised. ‘We note that in general the higher education institutions have now established procedures within their departments. There are more and more lecturers and specialists in their administra- tion departments who are well-versed in the subject of recognition and who reach satisfactory results in close coordination with the students,’ says Wilking. Taking a differentiated view ‘Economics and business administration are usually very internationally oriented courses of study. A high propor- tion of students travel abroad because their programme allows or requires this,’ explains Wilking. Another aspect is that the faculties have established good partnerships with international higher education institutions.’ Those who study law in Germany and spend a semester in Den- mark to take courses in Danish law, however, will prob- ably not receive recognition, or will receive only partial recognition, for these courses. UASs perform better than universities Wilking believes that the degree of recognition can be expressed in various ways. Students’ experiences can only be accurately depicted if the questions they were asked cover many aspects. ‘We have to ask very precisely. So for the first time, we also asked about the eligibility for recognition of credit points. The rate of recognition here is very high, at 93 percent,’ says Wilking. Why was it important to ask about the issue of eligibility for recognition separately? If, for example, a mathemat- ics student travels abroad, and of his or her own volition participates in an art class he or she knows from the out- set that the ECTS points for this will not be recognised, What is also striking is that the recognition rates for universities of applied sciences (UASs) are higher than those for universities. ‘UASs are usually smaller than universities,’ explains Wilking. ‘And experience shows that the smaller a higher education institution, the shorter the distances and the better the communication between participants in the recognition process.’ Focus on learning outcomes, not content Wilking draws a generally positive conclusion since 76 percent of respondents say they are satisfied to very sat- ¢ The 2-page summary can be found at https://t1p.de/g5a0 [23 January 2021]. 62

erasmus+ insights forum Recognition rate by subject (ECTS credit points) – in % Economics and Business Administration (n=1,137) Architecture (n=54) Agricultural Science (n=32) Computer Science (n=135) Mathematics (n=83) Social Sciences (n=382) Natural Sciences (n=304) Engineering (n=476) Humanities (n=180) Linguistics (n=381) Earth Sciences (n=62) History (n=70) Other (n=310) Education (n=92) Medicine (n=71) Law (n=108) isfied with the level of recognition. This is also reflected in the many comments made by students in the online survey. In cases that were not satisfactory, however, there is a need to stay on the ball and remind the home institu- tions that what counts in the recognition of achieve- ments are the learning outcomes and the skills that students have acquired. It is not a question of whether Source: NA DA AD: Factsheet Anerkennung, p. 2 the contents of the modules at the host and home insti- tution are identical. ‘Ultimately,’ Wilking states, ‘it is the concern of the Bologna process and the Lisbon Recog- nition Convention that the cross-border recognition of academic achievements should be transparent and occur according to comprehensible rules to facilitate cross-bor- der mobility’. n Information on the 2019 survey ‘Anerkennung – (k)ein Problem?’ (Recognition – [not] a problem?) w The National Agency for EU Higher Education Cooperation at DAAD has been conducting this survey every two years since 2007. w The study published in October 2020 relates to an evaluation of recognition from 2017 to 2019. w Fact sheet on the survey [https://eu.daad.de/medien/eu.daad.de.2016/Bilder/service/factsheet_an Further findings from the 2019 recognition survey] w https://eu.daad.de/service/auswertung-und-statistik/studien-und-auswertungen-der-na-daad/anerkennung-k-ein- problem/de/ Further links: w DAAD Aktuell: ‘International experience promotes career development’ [https://www2.daad.de/der-daad/daad-aktuell/ de/78193- auslandserfahrung-foerdert-karriereentwicklung/] w Wissenschaft weltoffen 2020 [http://www.wissenschaft-weltoffen.de/] Source: https://www2.daad.de/der-daad/daad-aktuell/de/78755-studienleistungen-aus-dem-ausland-anerkennen/ 64

erasmus+ insights forum The financial and institutional framework The significance of the initiative To implement their different cooperation models, the university alliances will for 3 years, in other words until 2022 (first pilot round) and 2023 (second pilot round), each be awarded 5 million euros, which is ‘the highest amount of funding for a project line ever provided in Erasmus or in one of its predecessor programmes’2. In March 2020 the Commission also decided to allocate an additional two million euros per alliance from the EU’s Horizon 2020 research programme to strengthen the research and innovation dimension of European Univer- sities in addition to the education dimension. The con- sortia in the first pilot call received this funding commit- ment at the end of July 2020. The Commission has therefore anticipated a develop- ment which was only intended to have been introduced with the start of the new Erasmus+ generations (2021– 2027) and Horizon Europe (the name of the research programme from 2021). Indeed, the respective drafts reveal the possibility – already requested by university representatives during the funding line’s conception – of linking education policy with research and innovation policy, and thereby creating synergies between the dif- ferent areas. Horizon 2020 funding will improve the financial re- sources of the alliances – the amount available to all partners each year will rise from 1.67 to 2.33 million euros – and will, in particular, underpin the research component within these alliances. Overall, the decision can be seen as a further commitment to the European Universities Initiative, which is ‘undoubtedly the most discussed political project in higher education and re- search at the European Union level in recent years’.3 According to a series of announcements and publica- tions, the Commission sees these alliances as an impor- tant (educational) policy tool. The renewed European Skills Agenda for sustainable competitiveness, social justice and resilience in European Universities, issued at the beginning of July 2020, is for instance one of 12 measures.4 And these alliances are also of great signifi- cance within the Erasmus+ programme; as a Partnership for Excellence, they are seen as the most ambitious long- term strategic cooperation projects. ¦ Beate Körner, European Universities. German higher education institutions are ready for the pilot call for this new funding line, DAADeuroletter 65 (2018), p. 62. ½ Anna-Lena Claeys-Kulik, European Universities Initiative – Chances and challenges, University World News, 6 November 2019, available online at https://t1p.de/h1af [3 November 2020]. Í European Commission, European Skills Agenda: For Sustainable Competitiveness, Social Fairness and Resilience, Brussels 2020, p. 11, available online at https://t1p.de/lnx1 [21 October 2020]. 66

erasmus+ insights forum ‘Internationalisation has never been as important as it is today’ An interview with Dr Dorothea Rüland, DAAD Secretary General (December 2020) INTERVIEW: LUTZ CLEEVES AND MARCUS KLEIN Dr Dorothea Rüland, the Secretary General of the German Academic Exchange Service (DAAD), talked with us about the effects of the Corona pandemic on academic exchange, the changes it caused in international university cooperation and at DAAD, and she also reflects on the opportunities and limitations of digitisation. On the occa- sion of her retirement on 1 February 2021, she shares her insights and views on Erasmus+ with us. Challenges and reactions Dr Rüland, what comes to mind spontaneously about aca- demic exchange when you look back at the second decade of the 21st century, which you helped shape as DAAD Secretary General? Dr Dorothea Rüland: Those were eventful years in which a lot was happening, and a number of challenges had to be overcome. Initially, it was the aftermath of the 2007/2008 financial crisis, then came the Syrian war and the major refugee crisis in 2015 and 2016 resulting in the integration of refugees at German higher education institutions. Since the spring of 2020, it has been the coronavirus that has confronted us with unprecedented challenges. What does this mean for DAAD’s activities as the world’s largest funding organisation for the international exchange of students and researchers? The internationalisation of higher education institutions and research, our core task, always interacts with polit- ical, economic and social events and developments that determine our environment at national, European and global level. It is a very dynamic process. Regarding the higher education institutions, two central and sometimes contradictory phenomena can be iden- tified in relation to the last decade, namely cooperation and competition. My team and I, as well as DAAD as a whole, had to position ourselves as an institution to deal with this. Cooperation was further expanded across countries and institutions, and at the same time German higher education institutions – not least with assistance from DAAD and its programmes – were supported in raising their profiles to be better positioned and more focused on global issues. Has DAAD itself changed as an institution in this respect? The process-oriented organisational structure introduced at the beginning of 2015 meant we created the institu- tional conditions to enable us to respond even better to such developments. In this way, we are also fulfilling our political responsibilities, which have grown in recent years. That is one reason why the ‘Strategy’ department with its ‘Knowledge’ division was founded during the re- form, for instance. Another example is the DAAD Com- petence Centre for International Academic Cooperation established in November 2019 on the recommendation of the Science Council. It helps universities to establish and expand their international cooperation. And lastly, we are actively pursuing the goal of completely reorgan- ising the global DAAD network of regional offices and information centres. 68

erasmus+ insights forum Digitalisation (and the role of COVID-19) The coronavirus, as you noted earlier, is the latest in a series of significant challenges during your term of office. How did you and DAAD deal with this in strategic terms? At the end of March 2020, we were faced with the task of coming up with a suitable strategy for approximately 8,000 DAAD scholarship holders who at that time were situated abroad or here in Germany with our support. For both groups, this meant either remaining where they were or returning to their respective home country. In cooperation with the Federal Foreign Office and the Fed- eral Ministry of Education and Research, we were able to find a satisfactory solution for each individual case. The same applied to around 18,000 German Erasmus+ students abroad. In relation to the expansion of digital offerings, it was certainly an advantage that DAAD was well positioned in this regard. We only need to think of the ‘International Mobility and Cooperation’ project you launched in 2019, which you described in the spring – during the first lock- down – as a ‘milestone’ in ‘using digital components to extend physical mobility’. Did COVID-19 act as an acceler- ator in this context? Yes, that seems to me to be an apt assessment. I would even say that the virus has in many ways given great impetus to digitisation in the higher education sector. Despite all the suffering it has caused, the crisis also represents an opportunity for further development, for a new direction in this sector. In parallel, we had to check all our programmes to see whether and to what extent mobility could be supple- mented and/or replaced by digital elements. We also had to analyse the areas in which we could develop addi- tional programmes to support higher education institu- tions, which also had to switch to digital formats from one day to the next, for example by implementing joint digital semester programmes with partners abroad. We achieved both very quickly. However, I would not want to see digitisation as a complete alternative – in the medium and long term – particularly in the case of mobility. For young people, experience abroad and the intercultural competence it engenders is a core gain. To meet in person makes all the difference. This type of stay abroad will continue to exist. In this sense, I believe that digitisation should not be understood as an either-or, but rather as something additional. What exactly do you mean by that? I mean that digitalisation can be used to improve the quality of stays abroad, for example. This applies both to pre-planning and to follow-up stages. Sooner or later we will even be able to digitally map the entire student journey. Digital formats, which have gained immense popularity with the outbreak of the corona pandemic and are indispensable, at least while we are working re- motely, can be used to promote the internationalisation of higher education institutions, especially internation- alisation at home. Digital formats enable universities to connect with professors or academics from all over the world – people who may not be able to travel to their location, but who can simply take two hours to give a lecture via video link. There is still a lot of potential, let’s put it that way. Photo©: DAAD/Jonas Ratermann 70

erasmus+ insights forum Academic exchange Finally, we have a question about the future of academic exchange. How should we proceed in the next, let’s say, ten years? First of all – like the rest of us – I long for personal con- tact. This is essential, especially as we are facing rela- tively difficult months. We must do everything possible to enable on-site attendance at our higher education in- stitutions, especially for students who are starting their studies. As for the future: much more than ever, we should rely on multilateral cooperation, such as the European Uni- versity alliances that you just mentioned. The pandemic has taught us in real time the importance of internation- alisation. It has never been as important as it is today. Large international networks are needed to enable us to address the major issues of the future, such as environ- mental and climate protection, and the whole closely as- sociated field of sustainability in which DAAD is actively engaged. We definitely need to extend our competence in this respect. All of these issues are among the compre- hensive global challenges that can be summarised under the SDGs, the sustainable development goals. The same applies to communication about research, in other words how research content is conveyed to society in general and, of course, it also applies to the whole topic of ‘digitisation’. We are still at the beginning, there will be a lot more to come and technically there is defi- nitely room for improvement. Dr Rüland, thank you very much for giving us this interview. n Photo©: DAAD/Sebastian Wilke Dr Dorothea Rüland studied history, German studies and musicology at the University of Freiburg. After her doctor- ate, she assumed lectureships in England and Thailand. She started working for DAAD as Head of Section for Great Britain, Ireland, and the Nordic countries in 1991. Other positions in the organisation followed, including manage- ment of the Jakarta Regional Office, the South Department and the Policy Department. She became Deputy Secretary General of DAAD in 2004. She then moved to the Freie Universität Berlin in 2008 as the director of its Centre for International Cooperation. Dorothea Rüland returned to DAAD in October 2010 to become its Secretary General. 72